1. How do factors such as gender, age, ethnicity and class impact groups and individuals, and how did these groups and individuals impact events of the time period?
2. How do physical attributes and important regional connections help explain the establishment of human settlements?
3. Why calculate and analyze population trends?
4. How does citizenship change and rights expand and how does this impact us?
March 26, 2014
Warm-up:Population Graph
Learning Target: to be able to answer questions about westward expansion using evidence from your notes.
=CFA review questions
Warm-up: How many times in the past year have you had to write a bibliography? In which classes? What is hard or easy about creating a bibliography? What rules do you recall on how to write one?
Learning Target: to be able to create a bibliography of sources used for your War with Mexico essay.
Criteria for Success:
I can reflect on my experience writing bibliographies
I can use examples to write my own bibliographical entries.
I can arrange my bibliography in the correct order.
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March 11-14, 2014
Assignment: Write rough draft, do self and peer edits, write final draft and complete vocabulary worksheet.
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March 10, 2014
Warm-up: Work on your vocabulary list. If you are finished with the vocabulary, read your rough draft to yourself.
Learning Target: to be able to objectively read a peer's writing and make effective feedback.
Warm-up: WITHOUT looking at your map or notebook, list as many of the territories you took notes on yesterday. Also write who the U.S. got the territory from.
Learning Target: to be able to answer questions about westward expansion citing evidence from the text.
Warm-up: Answer the questions on the board while analyzing the painting.
Learning Target: to be able to explain how Americans justified westward expansion.
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January 29, 2014
Warm-up: How would you put this quote in your writing.
Author: Laureen Blickenstaff Article: Why Teachers Like to Teach Information: One of the reasons most teachers I know say that they like to teach is because all of their students are obedient, kind and respectful at all times.
Learning Target: to be able to answer questions on the text using evidence from the text.
Criteria for Success:
I can correctly cite a given piece of evidence
I can read closely
i can answer a question and cite evidence on my own
=
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January 28, 2014
Warm-up: Write a reflection on the Trail of Tears Newspaper Project. What did you like about it? Not like? How did it go? How did your group work together?
Learning Target: to be able to answer questions on the text using evidence from the text.
Criteria for Success:
I can take notes on citing evidence
I can correctly cite a given piece of evidence
I can read closely
i can answer a question and cite evidence on my own
=
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January 17, 2014
Warm-up: Take out your homework for review as a class.
Learning Target:
January 16, 2014
Warm-up: Write down at least 4 details you recall about Andrew Jackson.
Learning Target: to be able to explain Jackson's policy toward Native Americans and its effect on tribes.
Warm-up:Be ready to share your summary of the causes and effects of the War of 1812.
Learning Target: to be able to explain Andrew Jackson's contribution to the history of the United States.
Assignment #3: Watch the Andrew Jackson BrainPOP movie. Complete and submit the quiz, activity, and vocabulary.
=
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January 14, 2014
Warm-up:COMPETITION...starting with the first, list as many of the U.S. presidents you can, in order.
LEARNING TARGET: to be able to write a summary on the causes and effects of the War of 1812.
Assignment #2: Finish worksheet on Nationalism and Sectionalism from January 13th and write a summary on the causes and effects of the War of 1812.
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January 13, 2014
Warm-up: Create a new assignment in your student journal. Title it "Causes and Effects of the War of 1812." Recall or find causes we talked about last week to begin filling in the chart.
Learning Target: to be able to explain how the War of 1812 affected Nationalism and Sectionalism.
Criteria for Success:
I can recall causes of the War of 1812
I can listen for effects of the War of 1812
I can read about Nationalism and Sectionalism
I can write a summary to show mastery of the learning target
Assignment #1: read and paraphrase each paragraph in the reading 'Nationalism and Sectionalism.'
Learning Target: to be able to determine the colonialists responses to Britain's actions that led up to the American Revolution.
Criteria for Success:
I can listen for information
I can partner read for information
I can explain the importance of key terms in the protests agains the British
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November 5, 2013
Warm-up: Vocabulary
1) expansion 2) surrender 3) oath
Learning Target: to explain what the Treaty of Paris was and what its results were.
Criteria for Success:
I can read for specific information as a group
I can read for specific information on my own
I can write a reflection to show my mastery of the learning target.
Assignment #2: Read handout on French and Indian War. Answer questions.
November 4, 2013
Substitute. Assignment #1: watch end of French and Indian War documentary. Complete "Washington's Map of the Ohio" worksheet
November 1, 2013
Take 5 minutes now to study your warm-ups, notes, and assignments before we take the quiz.
October 31, 2013
Warm-up:Write to tell me your thoughts on the Washington D.C. Trip. Do you want to go? Why or why not? Do you have questions or concerns? Have you talked to your parents about it? What do they say?
Learning Target: to explain the French influence upon the Indians leading up to the French and Indian War.
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October 30, 2013
Learning Target: to be able to compare the Iroquois government with the U.S. government
Warm-up: Vocabulary
1) Confederacy 2) Unanimous 3) rift
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October 28, 2013
Learning Target: to be able to compare and contrast the relationships between the Indians and the French and British.
Warm-up: Vocabulary
1) vague 2) blockade 3) territory
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October 28, 2013
Learning Target: to asses your knowledge on the Pre-CFA.
Warm-up:
Warm-up: Write about the project experience. How did it go? What did you like about it? What didn't you like about it? What should I do differently next time?
October 11, 2013
Warm-up: Take 5 minutes to study for the quiz.
Learning Target: to be able to research and find information on your colony using multiple resources.
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October 10, 2013
Warm-up: Write what you remember about Bacon's Rebellion.
Learning Target:
to be able to research a specific colony and fill out a 'wheel and spoke' diagram.
October 8, 2013
Warm-up: Vocabulary
1) restrict 2) exile 3) diligent
Learning Target: to be able to observe, reflect on, and question a source.
October 7, 2013
Warm-up: Vocabulary-
export- smuggle- import-
Learning Target: to be able to define 'mercantilism' and explain the role of people and the colonies.
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October 3, 2013
Warm-up: Vocabulary-
Alliance- speculator- ambush-
Learning Target: to explain the reasons for and the outcome of the French and Indian War
October 2, 2013
Warm-up: Take out your homework from last night. If you didn't finish the paragraph, work on it now. Also, find your summary you wrote on the Mayflower Compact (should be in your notebook) and show me.
October 1, 2013
Learning Target: to be able to describe in detail examples of religious conflict in the American Colonies.
Warm-up: Vocabulary
dogma-doctrine- predestination-heresay-
September 27, 2013
Learning Target: to be able to identify life-changing events in a character's life.
Warm-up: Take 5 minutes to study your weekly assignments before the quiz.
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September 26, 2013
Learning Target: to be able to summarize the Mayflower Compact after reading primary documents.
Warm-up: Vocabulary
1) concord - 2) faction - 3) dissent-
Criteria for Success-
I can understand context of Mayflower Compact
I can comprehend a primary document with teacher assistance
I can read and analyze a primary document with a partner
I can write a summary.
September 25, 2013
Learning Target: to be able to read for information on the religions and economies of the 13 original colonies.
Warm-up: Write a summary of The Blood on the River.
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September 19, 2013
Learning Target: to be able to organize the 13 colonies into 3 regions.
Warm-up: Without looking at your map, list as many of the original 13 colonies as you can.
September 18, 2013
Learning Target: to be able to listen and identify a character-changing event in Blood on the River
Learning Target: to be able to use evidence from primary sources to decide whether Pocahontas saved John Smith's life.
Warm-up: Finish this prompt.
What I know about Pocahontas' story is...
September 16, 2013
Learning Target: to be able to read for information about the culture of the Jamestown settlement.
Warm-up: Do you enjoy living in Gypsum? What parts of the culture here do you like? What are some things you don't like? Where would you like to live in the future?
May 15, 2014
Assignment: Finish "Were African Americans free during Reconstruction" from Thursday and then work on novel study assignment or book report.
=
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May 14, 2014
Warm-up: Read the book report assignment to make sure you understand the requirements. It will be due on Tuesday.
Learning Target: to participate in a structured academic controversy over the question, "Were African Americans free during reconstruction?"
Assignment #3:=
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May 13, 2014
Warm-up: Vocabulary
1) servitude 2) obligation 3) suffragist
Learning Target: to explain how white Southerners regained power as Reconstruction ended.
Assignment #2:
May 12, 2014
Warm-up: Vocabulary
1) sharecropper 2) Ku Klux Klan 3) lynchLearning Target: to
==
May 12, 2014
Warm-up: Vocabulary
1) sharecropper 2) Ku Klux Klan 3) lynchLearning Target: to understand how newly freed African Americans worked to improve their lives.
Assignment #1:
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May 9, 2014
Warm-up: None
Learning Target: to meet and share with your novel study group.
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May 8, 2014
Warm-up: Continue where you left off yesterday with your jigsaw teaching activity.
Learning Target: to be able to explain why published illustrations may or may not be reliable sources.
=
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May 7, 2014
Warm-up: Make a list of any problems you can imagine that the U.S. would have had to fix as soon as the Civil War ended. Be prepared to discuss.
Learning Target: to learn about how the President and Congress fought over how to rebuild the South.
Assignment #3:
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May 6, 2014
Warm-up: Finish "America: The Story of Us"
Unit 5 Pre-CFA
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May 5, 2014
Warm-up: Meet with your novel study group to decide on this week's roles.
Learning Target: to watch an overview of the Civil War from beginning to end.
Assignment #1: Watch "America: The Story of Us, Civil War" and fill out the worksheet
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May 1, 2014
Warm-up: Review "The North Wins." Take out yesterday's assignment and be prepared to share.
Learning Target: to learn about the legacy of the Civil War, including the changes and challenges it brought to the U.S.
=Assignment:=
April 30, 2014
Assignment:
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April 29, 2014
Warm-up: 10 minutes of Silent Reading of your Civil War novel.
Learning Target: to explain how the Civil War affected society.
=Assignment:
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April 28, 2014
Warm-up: Meet with your novel group to determine jobs for this week and complete your packets from last week.
Learning Target: to analyze primary sources to determine if, in your opinion, Lincoln really freed the slaves.
==
April 25, 2014
Warm-up: Turn in both assignments from this week: "War Erupts" and "Life in the Army."
Learning Target: to discuss the first chapters of your novel, making connections to our social studies of the Civil War.
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April 24, 2014
Warm-up: Review War Erupts. Take out yesterday's assignment
Learning Target: to learn about what life was like in the army and consider soldiers' motives for fighting.
Assignment:
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April 23, 2014
Assignment:
April 22, 2014
Warm-up: Civil War Stories Presentations
Learning Target: to set reading goals in a group and choose roles for the week.
Assignment:
tuesassign.pdf
- Details
- Download
- 49 KB
Literature Circle Packet:
==
April 21, 2014
Civil War Stories Presentations
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April 10 and 11, 2014
Begin Civil War Stories project in computer lab. See Google Drive for project requirements.
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April 9, 2014
Warm-up: Write a paragraph describing the causes of the civil war.
Learning Target: to be able to describe key events of the Civil War.
April 8, 2014
Slideshow and Notetaking.
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April 7, 2014
America, The Story of Us: Division
Assignment #1: Watch video and answer questions:
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April 4, 2014
Quiz:
Reading/Questions:
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April 3, 2014
Assignment #4: See eboard
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April 2, 2014
Assignment #3:
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April 1, 2014
Warm-up: Vocabulary
1) turmoil 2) compromise 3) fugitive 4) sovereignLearning Target: to learn how the turmoil of slavery led to acts of violence.
Assignment #2:
crisisdeepens.pdf
- Details
- Download
- 2 MB
==
March 31, 2014
Warm-up: Look at the chart on page 458. Which region had a more diversified, or varied, economy? Why do you think the south only produced cotton?
Learning Target: to learn how disagreements between the North and the South, especially the issue of slavery, led to political conflict.
Assignment #1:
=
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March 28, 2014
Abolitionists and Women's Suffrage
=
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March 27, 2014
Post-CFA
=
Unit 3 Guiding Questions:
1. How do factors such as gender, age, ethnicity and class impact groups and individuals, and how did these groups and individuals impact events of the time period?
2. How do physical attributes and important regional connections help explain the establishment of human settlements?
3. Why calculate and analyze population trends?
4. How does citizenship change and rights expand and how does this impact us?
March 26, 2014
Warm-up: Population Graph
Learning Target: to be able to answer questions about westward expansion using evidence from your notes.
=CFA review questions
=
March 25, 2014
Warm-up: Quick Write
Explain the hardships that Irish immigrants faced in the mid-1800's.
Learning Target: to name groups of people traveling west and explain the hardships they endured.
=Assignment: Fill in graphic organizer=
March 24, 2014
Warm-up: Vocabulary
1) incompatible 2) stereotype 3) exterminate 4) pauper
Learning Target: to learn how the Irish were perceived in the 19th century.
=
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March 21, 2014
Warm-up: Immigration video.
Learning Target: to learn the causes and effects of immigration during the 1800's.
Assignment:=
March 18, 19, and 20, 2014
Warm-up: How many times in the past year have you had to write a bibliography? In which classes? What is hard or easy about creating a bibliography? What rules do you recall on how to write one?
Learning Target: to be able to create a bibliography of sources used for your War with Mexico essay.
Criteria for Success:
I can reflect on my experience writing bibliographies
I can use examples to write my own bibliographical entries.
I can arrange my bibliography in the correct order.
=
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March 11-14, 2014
Assignment: Write rough draft, do self and peer edits, write final draft and complete vocabulary worksheet.
=
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March 10, 2014
Warm-up: Work on your vocabulary list. If you are finished with the vocabulary, read your rough draft to yourself.
Learning Target: to be able to objectively read a peer's writing and make effective feedback.
==
March 7, 2014
Write rough draft:
March 6, 2014
Warm-up: Find 3 words in the documents on the War with Mexico. Write them down on your vocabulary worksheet. Be prepared to share.
Learning Target: same as yesterday.
==
March 5, 2014
Warm-up: Find 3 words or phrases in the rubric that you don't understand. Write them down.
Learning Target: same as yesterday
Rubric:
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March 4, 2014
Warm-up: Write or finish writing the 2 questions you chose, using evidence from the texts.
Learning Target: to be able to read and analyze primary sources concerning the war with Mexico.
Criteria for Success:
==
March 3, 2014
Warm-up: Vocabulary
1) ferocity 2) perish 3) resolution
Learning Target: to be able to analyze primary sources to answer questions about Texas' independence.
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February 27, 2014
Warm-up: Vocabulary
1) annex 2) diplomacy 3) abolitionist
=
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February 26, 2014
Warm-up: Vocabulary
1) occupy 2) diplomacy 3) abolitionist
Learning Target: to be able to identify key players and events in the War with Mexico.
Assignment: Read and complete #'s 1 through 3
=
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February 24 & 25. See assignment 'War with Mexico' on Google drive
==
February 11, 2014
Warm-up: Vocabulary
1) moral 2) speculator 3) tensions 4) petition
Learning Target: to be able to explain how different groups were involved in the Texas Revolution.
Criteria for Success:
I can recall from where the U.S. acquired Texas and when.
I can sequence events as I read about the revolution
I can show my comprehension by explaining key events and answering T and F questions
February 10, 2014
Warm-up: Vocabulary
1) imbecile 2) commence 3) vindicate 4) reflux
Learning Target: to analyze primary sources to answer questions.
Assignment: Melish Map
February 6, 2014
Warm-up: WITHOUT looking at your map or notebook, list as many of the territories you took notes on yesterday. Also write who the U.S. got the territory from.
Learning Target: to be able to answer questions about westward expansion citing evidence from the text.
February 5, 2014
Warm-up: Learn to Ski Slideshow
Learning Target: to be able to create a map that reflects the stages of U.S. expansion.
Assignment #3:
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February 3 and 4: Learn to Ski
==
January 31: Snow Day
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January 30, 2014
Warm-up: Answer the questions on the board while analyzing the painting.
Learning Target: to be able to explain how Americans justified westward expansion.
==
January 29, 2014
Warm-up: How would you put this quote in your writing.Author: Laureen Blickenstaff
Article: Why Teachers Like to Teach
Information: One of the reasons most teachers I know say that they like to teach is because all of their students are obedient, kind and respectful at all times.
Learning Target: to be able to answer questions on the text using evidence from the text.Criteria for Success:
I can correctly cite a given piece of evidence
I can read closely
i can answer a question and cite evidence on my own
==
January 28, 2014
Warm-up: Write a reflection on the Trail of Tears Newspaper Project. What did you like about it? Not like? How did it go? How did your group work together?
Learning Target: to be able to answer questions on the text using evidence from the text.
Criteria for Success:
=I can take notes on citing evidence
I can correctly cite a given piece of evidence
I can read closely
i can answer a question and cite evidence on my own
=
January 17, 2014
Warm-up: Take out your homework for review as a class.
Learning Target:
January 16, 2014
Warm-up: Write down at least 4 details you recall about Andrew Jackson.
Learning Target: to be able to explain Jackson's policy toward Native Americans and its effect on tribes.
Assignment #4:
==
January 15, 2014
Warm-up:Be ready to share your summary of the causes and effects of the War of 1812.
Learning Target: to be able to explain Andrew Jackson's contribution to the history of the United States.Assignment #3: Watch the Andrew Jackson BrainPOP movie. Complete and submit the quiz, activity, and vocabulary.
=
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January 14, 2014
Warm-up: COMPETITION...starting with the first, list as many of the U.S. presidents you can, in order.
LEARNING TARGET: to be able to write a summary on the causes and effects of the War of 1812.
Assignment #2: Finish worksheet on Nationalism and Sectionalism from January 13th and write a summary on the causes and effects of the War of 1812.
==
January 13, 2014
Warm-up: Create a new assignment in your student journal. Title it "Causes and Effects of the War of 1812." Recall or find causes we talked about last week to begin filling in the chart.
Learning Target: to be able to explain how the War of 1812 affected Nationalism and Sectionalism.
Criteria for Success:
Assignment #1: read and paraphrase each paragraph in the reading 'Nationalism and Sectionalism.'
Scan-to-Me from 10.172.10.80 2014-01-13 104648.pdf
- Details
- Download
- 419 KB
==
January 9, 2014
Warm-up: Vocabulary
1) seize 2) domestic 3) enact
Learning Target: to be able to explain 2 leaders' responses to their problems and identify causes for the War of 1812.
Criteria for Success:
I can paraphrase paragraphs as I read with a partner
I can identify leaders' responses to problems
I can explain why they were successful or unsuccessful
I can identify causes of the War of 1812
==
January 8, 2014
Warm-up: Create a t-chart like the one on the board. Add any information you already know about either man.
Learning Target: to be able to explain reasons people were for or against the Louisiana Purchase.
Criteria for Success:
I can read primary sources to find points of view
January 7, 2014
Pre-CFA=
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December 17, 2013
Warm-up: Vocabulary
1) Radical 2) inauguration 3) tariff
Learning Target: to be able to determine Thomas Jefferson's goals for the country.
Criteria for Success:
December 16, 2013
Warm-up: Vocabulary
1) Ratify 2) aristocracy 3) tyrant
Learning Target: to be able to explain the positions of Federalists and Anti-Federalists in regards to the Constitution.
December 11, 2013
Warm-up: without looking at your notes, write down as many powers as you can think of that the legislative branch has.
Learning Target: to be able to explain whether slavery was part of the Constitution.
=
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December 10, 2013
Warm-up: Draw the graphic organizer you see on the board.
Learning Target: to be able to decide which branch of government does what.
==
December 9, 2013
Warm-up: How many problems with the Articles of Confederation call you recall? List them.
Learning Target: to be able to collectively recall the 6 goals of the U.S. government as identified in the Preamble.
Criteria for Success:
I can recall problems with the Articles of Confederation
I can break down the Preamble with the class
I can determine which branch of government is responsible for what
I can review with worksheets
December 5, 2013
Warm-up: Write your summary from yesterday's reading: What was Shays' Rebellion was all about?
Learning Target: to be able to compare a primary and secondary source on the same topic: Shays Rebellion
Criteria for Success:
I can recall facts about Shays Rebellion
I can ask questions about a source to determine reliability
I can compare and contrast the 2 sources
==
December 4, 2013
Warm-up: Vocabulary
1) recession 2) plight 3) arsenal
Learning Target: to be able to compare a primary and secondary source on the same topic: Shays Rebellion
December 3, 2013
Warm-up: "Wanted: A Just Right Government" review slideshow
Learning Target: to be able to recognize cause and effect in the creation of the constitution.
==
December 2, 2013
Warm-up: Create a new page in your interactive student notebook for notes titled 'After the American Revolution.'
Learning Target: to be able to recognize cause and effect in the creation of the constitution.
=
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November 20, 2013
Warm-up: Vocabulary
1) abroad 2) motive 3) desert (v)
Complete timeline from yesterday's lesson.
Learning Target: to be able to explain why and how some foreigners helped Americans in the Revolutionary War.
Criteria for Success:
November 19, 2013
Warm-up: How many battles of the American Revolution can you name?
Learning Target: to be able to sequence the major events and battles of the Revolutionary War
Criteria for Success:
I can takes notes on events of a specific year of the American Revolution
I can work with a group to come to a consensus on the most important event
I can illustrate the event
I can place the event appropriately on a timeline
==
November 12 and 13: see eboard for Revolutionary War Field Trip Project
=November 18, 2013
Warm-up: Vocabulary
1) Loyalist 2) Patriot 3) foreseen 4) mercenary
Learning Target: to be able to compare the British and American strategies in the Revolutionary War.
Criteria for Success:
A) Answer on your own
B) Compare answers with others of your number
C) Find other numbers and share
November 14, 2013
Warm-up: Vocabulary
1) abolish 2) institute (v) 3) Prudence 4) constrain
Learning Target: to determine why the colonies felt they had to declare their independence.
Criteria for Success:
November 11, 2013
Warm-up: Read 'One American's Story'
Learning Target: to explain British actions that led to Lexington and Concord and the American Revolution.
November 8, 2013
Weekly Quiz and Assignment #5- see eboard=
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November 7, 2013
Warm-up: Vocabulary
1) predominantly 2) allure 3) apprentice
Learning Target: to be able to sequence the order of events leading up to the American Revolution AND to describe the Boston Tea Party.
November 6, 2013
Warm-up: Vocabulary
1) violation 2) protest 3) liberties 4) boycott
Learning Target: to be able to determine the colonialists responses to Britain's actions that led up to the American Revolution.
Criteria for Success:
==
November 5, 2013
Warm-up: Vocabulary
1) expansion 2) surrender 3) oath
Learning Target: to explain what the Treaty of Paris was and what its results were.
Criteria for Success:
I can read for specific information as a group
Assignment #2: Read handout on French and Indian War. Answer questions.
November 4, 2013
Substitute. Assignment #1: watch end of French and Indian War documentary. Complete "Washington's Map of the Ohio" worksheet
November 1, 2013
Take 5 minutes now to study your warm-ups, notes, and assignments before we take the quiz.
October 31, 2013
Warm-up: Write to tell me your thoughts on the Washington D.C. Trip. Do you want to go? Why or why not? Do you have questions or concerns? Have you talked to your parents about it? What do they say?
Learning Target: to explain the French influence upon the Indians leading up to the French and Indian War.
==
October 30, 2013
Learning Target: to be able to compare the Iroquois government with the U.S. government
Warm-up: Vocabulary
1) Confederacy 2) Unanimous 3) rift
==
October 28, 2013
Learning Target: to be able to compare and contrast the relationships between the Indians and the French and British.
Warm-up: Vocabulary
1) vague 2) blockade 3) territory
==
October 28, 2013
Learning Target: to asses your knowledge on the Pre-CFA.
Warm-up:
Warm-up: Write about the project experience. How did it go? What did you like about it? What didn't you like about it? What should I do differently next time?
October 11, 2013
Warm-up: Take 5 minutes to study for the quiz.
Learning Target: to be able to research and find information on your colony using multiple resources.=
=
October 10, 2013
Warm-up: Write what you remember about Bacon's Rebellion.
Learning Target:
to be able to research a specific colony and fill out a 'wheel and spoke' diagram.
October 8, 2013
Warm-up: Vocabulary
1) restrict 2) exile 3) diligent
Learning Target: to be able to observe, reflect on, and question a source.
October 7, 2013
Warm-up: Vocabulary-
export- smuggle- import-
Learning Target: to be able to define 'mercantilism' and explain the role of people and the colonies.
==
October 3, 2013
Warm-up: Vocabulary-
Alliance- speculator- ambush-
Learning Target: to explain the reasons for and the outcome of the French and Indian War
October 2, 2013
Warm-up: Take out your homework from last night. If you didn't finish the paragraph, work on it now. Also, find your summary you wrote on the Mayflower Compact (should be in your notebook) and show me.
October 1, 2013
Learning Target: to be able to describe in detail examples of religious conflict in the American Colonies.
Warm-up: Vocabulary
dogma- doctrine- predestination- heresay-September 27, 2013
Learning Target: to be able to identify life-changing events in a character's life.
Warm-up: Take 5 minutes to study your weekly assignments before the quiz.
==
September 26, 2013
Learning Target: to be able to summarize the Mayflower Compact after reading primary documents.
Warm-up: Vocabulary
1) concord - 2) faction - 3) dissent-
Criteria for Success-
I can understand context of Mayflower Compact
I can comprehend a primary document with teacher assistance
I can read and analyze a primary document with a partner
I can write a summary.
September 25, 2013
Learning Target: to be able to read for information on the religions and economies of the 13 original colonies.
Warm-up: Write a summary of The Blood on the River.
=
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September 19, 2013
Learning Target: to be able to organize the 13 colonies into 3 regions.
Warm-up: Without looking at your map, list as many of the original 13 colonies as you can.
September 18, 2013
Learning Target: to be able to listen and identify a character-changing event in Blood on the River
Warm-up: Vocabulary
precious- .....................fortify-.................... armor-
Criteria for Success:
September 17, 2013
Learning Target: to be able to use evidence from primary sources to decide whether Pocahontas saved John Smith's life.
Warm-up: Finish this prompt.
What I know about Pocahontas' story is...September 16, 2013
Learning Target: to be able to read for information about the culture of the Jamestown settlement.
Warm-up: Do you enjoy living in Gypsum? What parts of the culture here do you like? What are some things you don't like? Where would you like to live in the future?
Criteria for Success:
Notes: